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Mathematical connections are a goal in the curriculum of several countries, so they have been the subject of research in Educational Mathematics. This article is inserted in this line and seek to answer the question: What mathematical connections do university students who study careers related to mathematics make when they solve tasks that involve the exponential and logarithmic functions? Mathematical connections are understood as a process in which a person establishes a true relationship between two or more ideas, concepts, theorems, procedures and meanings with each other, with other disciplines or with real life. The study uses the Task Based Interview (previously validated) for data collection, the results of which were analyzed using thematic analysis. The results obtained indicate the appearance of six types of mathematical connections: part-whole, characteristic, meaning, procedural, reversibility and different representations and an inclination, on the part of the students, to respond to the tasks that are associated with the exponential function., Las conexiones matemáticas representan una meta en el currículo de diversos países, por lo que han sido objeto de investigación en Matemática Educativa. El presente artículo está inserto en esta línea y busca responder la pregunta ¿Qué conexiones matemáticas realizan los estudiantes universitarios que cursan carreras afines a la matemática cuando resuelven tareas que involucran a las funciones exponencial y logarítmica? Las conexiones matemáticas se entienden como un proceso en el que una persona establece una relación verdadera entre dos o más ideas, conceptos, teoremas, procedimientos y significados entre sí, con otras disciplinas o con la vida real. El estudio emplea a la Entrevista Basada en Tareas (previamente validadas) para la colecta de datos, los cuales fueron analizados utilizando el análisis temático. Los resultados obtenidos indican la aparición de seis tipologías de conexiones matemáticas: parte-todo, característica, significado, procedimental, reversibilidad y representaciones diferentes y una inclinación, por parte de los estudiantes, para dar respuesta a las tareas que se asocian con la función exponencial.

Mathematical connections are a goal in the curriculum of several countries, so they have been the subject of research in Educational Mathematics. This article is inserted in this line and seek to answer the question: What mathematical connections do university students who study careers related to mathematics make when they solve tasks that involve the exponential and logarithmic functions? Mathematical connections are understood as a process in which a person establishes a true relationship between two or more ideas, concepts, theorems, procedures and meanings with each other, with other disciplines or with real life. The study uses the Task Based Interview (previously validated) for data collection, the results of which were analyzed using thematic analysis. The results obtained indicate the appearance of six types of mathematical connections: part-whole, characteristic, meaning, procedural, reversibility and different representations and an inclination, on the part of the students, to respond to the tasks that are associated with the exponential function., Las conexiones matemáticas representan una meta en el currículo de diversos países, por lo que han sido objeto de investigación en Matemática Educativa. El presente artículo está inserto en esta línea y busca responder la pregunta ¿Qué conexiones matemáticas realizan los estudiantes universitarios que cursan carreras afines a la matemática cuando resuelven tareas que involucran a las funciones exponencial y logarítmica? Las conexiones matemáticas se entienden como un proceso en el que una persona establece una relación verdadera entre dos o más ideas, conceptos, teoremas, procedimientos y significados entre sí, con otras disciplinas o con la vida real. El estudio emplea a la Entrevista Basada en Tareas (previamente validadas) para la colecta de datos, los cuales fueron analizados utilizando el análisis temático. Los resultados obtenidos indican la aparición de seis tipologías de conexiones matemáticas: parte-todo, característica, significado, procedimental, reversibilidad y representaciones diferentes y una inclinación, por parte de los estudiantes, para dar respuesta a las tareas que se asocian con la función exponencial.

Mathematical connections are a goal in the curriculum of several countries, so they have been the subject of research in Educational Mathematics. This article is inserted in this line and seek to answer the question: What mathematical connections do university students who study careers related to mathematics make when they solve tasks that involve the exponential and logarithmic functions? Mathematical connections are understood as a process in which a person establishes a true relationship between two or more ideas, concepts, theorems, procedures and meanings with each other, with other disciplines or with real life. The study uses the Task Based Interview (previously validated) for data collection, the results of which were analyzed using thematic analysis. The results obtained indicate the appearance of six types of mathematical connections: part-whole, characteristic, meaning, procedural, reversibility and different representations and an inclination, on the part of the students, to respond to the tasks that are associated with the exponential function., Las conexiones matemáticas representan una meta en el currículo de diversos países, por lo que han sido objeto de investigación en Matemática Educativa. El presente artículo está inserto en esta línea y busca responder la pregunta ¿Qué conexiones matemáticas realizan los estudiantes universitarios que cursan carreras afines a la matemática cuando resuelven tareas que involucran a las funciones exponencial y logarítmica? Las conexiones matemáticas se entienden como un proceso en el que una persona establece una relación verdadera entre dos o más ideas, conceptos, teoremas, procedimientos y significados entre sí, con otras disciplinas o con la vida real. El estudio emplea a la Entrevista Basada en Tareas (previamente validadas) para la colecta de datos, los cuales fueron analizados utilizando el análisis temático. Los resultados obtenidos indican la aparición de seis tipologías de conexiones matemáticas: parte-todo, característica, significado, procedimental, reversibilidad y representaciones diferentes y una inclinación, por parte de los estudiantes, para dar respuesta a las tareas que se asocian con la función exponencial.

The subject of this study is how pupils in math disabilities communicate and reason during calculations involving fractional numbers. The study comprises eight informants, two from eigth grade (a boy and a girl, 13 to 14 years old) and six from ninth grade (three girls and three boys, 14 to 15 years old) who all were considered to have math disabilities. They were all interviewed alone about their reasoning when solving ten tasks involving fractions to see what knowledge and misconceptions the pupils showed. The conclusion of the study is that the pupils posessed procedural abilities, but were weaker in their concepual abilities. Most pupils in the study were uncertain about the meaning of nominator and denominator. Several of the pupils preferred to think in percent rather than fractions but they had problems in converting from percent to fractions and vice versa.

The subject of this study is how pupils in math disabilities communicate and reason during calculations involving fractional numbers. The study comprises eight informants, two from eigth grade (a boy and a girl, 13 to 14 years old) and six from ninth grade (three girls and three boys, 14 to 15 years old) who all were considered to have math disabilities. They were all interviewed alone about their reasoning when solving ten tasks involving fractions to see what knowledge and misconceptions the pupils showed. The conclusion of the study is that the pupils posessed procedural abilities, but were weaker in their concepual abilities. Most pupils in the study were uncertain about the meaning of nominator and denominator. Several of the pupils preferred to think in percent rather than fractions but they had problems in converting from percent to fractions and vice versa.